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HAND BOOK 



FOR 



COUNTY INSTITUTE 
INSTRUCTORS 




ISSUED BY 

THE DEPARTMENT OF EDUCATION 

MONTGOMERY. ALABAMA 

1911 

BROWN PTG. CO. MONTGOMERY, ALA. 



HAND BOOK 



FOR 



COUNTY INSTITUTE 



INSTRUCTORS 




ISSUED BY 

THE DEPARTMENT OF EDUCATION 

MONTGOMERY, ALABAMA 

1911 



BROWN PTG. CO. MONTGOMERY, ALA. 



i 



^ 






TABLE OF CONTENTS. 



PAGE. 

I. Introcluction 4 

1. Laws regarding institutes 4-6 

2. Purpose of institutes 7 

3. General suggestions 8 

IL A word to the Instructors 9-10 

in. Preparation and Organization 10-11 

IV. Daily Program 11-14 

V. Composition Work 15-18 

VI. Reading 18-20 

VII. Writing 21 

VIII. Spelling 22-24 

IX. Geography 24-26 

X. Agi'iculture 26-27 

XL Arithmetic 27-28 

XII. A Lesson in School Economy 28-30 

XIII. School Improvement 30-31 

XIV. The Reading Circles 31-32 

XV. School Management 33-40 

XVI. Topics for General Discussions and 

Round Table Talks_^ ,___ 41-43 



To Conductors and Instructors in Teachers' Insti- 
tutes : 

This handbook is the result of careful work on the 
part of several well trained and successful institute 
conductors, the compilation of their ideas being 
adapted and arranged by the State Department of 
Education. The manual is intended as a sort of 
guide for institute conductors throughout Alabama. 
It is of no use to those teachers who are simply at- 
tending institutes for instruction. 

The suggestive outline of each subject is made 
rather too full for actual use in the time allotted. 
The instructor may, therefore, select such material 
as he can use to best advantage. Prepare carefully 
and thoroughly for the work of each period. Be sys- 
tematic in all things. Do not allow quibbling over non 
essentials to waste the time allotted for some specific 
subjects of real importance. At the same time, en- 
courage all teachers to show a lively interest in each 
day's proceedings. 

Do not overlook the important subjects of School 
Libraries as provided under the new law. and of 
School Improvement Associations and also the Read- 
ing Circles. 

If you find the teachers giving little attention to 
what you are telling them,- find out at once whether 
you are telling them anything worth their attention. 

Several strong men should be available for ad- 
dresses on two or three evenings in each institute. 
Invite the public to all the evening meetings and 
make them helpful to everybody. 

The teachers who do not need to attend institutes, 
but who are satisfied with their present efficiency, are 
perhaps already overpaid. Certainly they do not ex- 
pect to have their salaries increased. 

H. J. Willingham. 
Sui)erintendent of Education. 



INTRODUCTION 



I. LaAi)s Relating to Institutes. 

AN ACT 

To provide for the holding of teachers' institutes 
for teachers in this State and to make necessary 
appropriations for the same. 

Section 1. Be it enacted hy the Legislature of Ala- 
bama, That the sum of five thousand dollars ($5,- 
000.00) be appropriated annually out of the general 
school fund, for the purpose of defraying the expen- 
ses of holding and conducting institutes for the white 
teachers of this State, and the further sum of fifteen 
hundred dollars ($1,500.00) be and the same is here- 
by appropriated out of the educational fund for de- 
fraying the expenses of holding institutes for the col- 
ored teachers of the State. 

Sec. 2. Institutes for the white teachers shall be 
held for a period of one week in each county of the 
State, at such time as may be determined by the coun- 
ty board of education during the months of July, Au- 
gust, September or October; provided, that the coun- 
ty boards of education of two or more adjoining 
counties, may, by agreement, have conducted a joint 
institute for the counties participating in the agree- 
ment, at such a point as they may determine. 

Sec. 3. There shall be conducted, for the colored 
teachers of the State, teachers' institutes at such 
places and times, and under such management and 
direction as may be determined by the State superin- 
tendent of education, and the money appropriated 
by this act, for the holding of institutes for the col- 
ored teachers, shall be so divided among the several 
places at which colored institutes are held as may, in 
the judgment of the superintendent of education, be 
fair and equitable, and secure the greatest good to the 
greatest number. 



Sec. 4. The money appropriated by this act for 
the holding of institutes for the white teachers of 
the State, shall be apportioned by the superintendent 
of education to the several counties of the State in 
proportion or approximate proportion to the number 
of white teachers actually employed in the several 
counties of the State. 

Sec. 5. It is hereby made the duty of the teachers 
to attend the institute which may be conducted in 
their own county for the benefit of teachers of the 
race to which they belong, unless such teachers are 
specifically excused from attending by the county su- 
perintendent, which excuse must be in writing and 
approved by the chairman of the county board. It 
is made the duty of the State superintendent of ed- 
ucation to cancel the certificate of any teacher who 
may fail to attend an institute for a period of not 
less than four days of each year, unless such a teach- 
er shall secure the written excuse signed by the coun- 
ty superintendent and approved by the chairman of 
of the county board of education or imless such a 
teacher may convince the State superintendent of ed- 
ucation that he Jias attended, for a period of not 
less than three weeks during the current year some 
educational institution during which time he was en- 
gaged in the work of professional training, either as 
a student or as a teacher, or unless he is the holder 
of a life grade State certificate. 

Sec. 6. It is made the duty of each counts'^ super- 
intendent of education to keep an accurate record 
of the attendance of all teachers during the institute, 
conducted for the teachers of his county, and to re- 
port the same to the State superintendent of educa- 
tion, showing the number of whole days which each 
teacher actually attended, provided that such time at- 
tended by each teacher shall not be counted as time 
taught nor shall any teacher receive any pay or com- 
pensation for attending an institute. 

Sec. 7. Each teacher attending an institute shall 
pay to the county superintendent a fee of not less 
than fifty cents (50c) and not more than one dollar 
($1.00) vrhich shall be used in that particular county 



6 



to supplement the State fund appropriated by this act 
for the maintenance of teachers' institutes. 

Sec. 8. It is made the duty of the State superin- 
intendent of education to submit annually, in the 
months of June or July, through the county superin- 
tendents, to the several county boards a list of ex- 
pert conductors of institutes whose services may be 
available and from this list each county board may 
select such conductor or conductors as they may de- 
sire, notifying the State superintendent of their 
choice ; and if because of conflicting dates or other 
unavoidable conditions, neither the first nor second 
choices are available to be had, then it is made the 
duty of the State superintendent, through further 
agreement between him and the local county authori- 
ties to secure the best possible talent for conducting 
the institute. It is made the duty of the State super- 
intendent of education to employ, with the fund ap- 
propriated by this act for that purpose, such conduc- 
tors and teachers in the institutes held for the bene- 
fit of colored teachers, as will secure more benefit to 
the colored race by presenting them ideals more prac- 
tical, methods more useful, results more desirable, 
benefits more wholesome. 

Sec. 9. The conductors and teachers employed in 
county institutes shall impart such instruction to the 
teachers attending th6 institute, in the theory and in 
the art of teaching and kindred subjects, as will ren- 
der them more efficient, more capable, more enthusi- 
astic, more successful teachers. 

Sec. 10. All laws and parts of laws, either general 
or special, otherwise providing for, or referring to 
teachers' institutes in this State be and the same are 
hereby repealed. 

Approved April 18th, 1911. 

It will be seen from the wording of the law that 
the holding of a five days' Teachers' Institute is man- 
datory in each county of the State. It will be seen 
furthermore that attendance is obligatory upon the 
part of the teachers unless excused as provided, and 
that a fee of not less than fifty cents and not more 



than one dollar as decided upon by the county super- 
intendent and board must be paid. 

Teachers may attend the institute held in the coun- 
ty in which they reside, even though they may teach 
in another county. 

Blanks for the use of the county superintendents 
in conducting the institute wiU be furnished by the 
State department. 

II. Purpose. 

The purpose of the institutes may be set forth as 
follows : 

1. To assist in the development of the untrained 

teacher. 

a. By suggesting good methods of teaching. 

b. By suggesting practical material for the use 

of the teacher. 

c. By advocating proper methods of discipline. 

d. By arousing interest in the study of the 

child. 

2. To help the experienced teacher. 

a. By suggesting improvements in methods. 

b. By increasing professional zeal. 

c. By improving the course of study. 

d. By eliminating school room waste. 

e. By suggesting methods for teaching new top- 

ics, such as nature study, music, drawing, 
school room decoration, etc. 

3. To assist school officials and patrons. 

a. By suggesting methods for supervision. 

b. By arousing a proper school spirit. 

c. By suggesting plans of co-operation. 

d. By discussing methods for securing better 

attendance, better teaching, better build- 
ings and equipment, and greater interest 
in all lines of school work. 

4. To acquaint teachers, school officials, and pat- 

rons with State plans, as 

a. Reading Circle and Library. 

b. School Improvement. 

c. Associations. 

d. Bulletins. 

e. Course of Study. 



8 



III. General Suggestions. 

1. Begin on time every day. 

2. Have a definite program for each day and fol- 
low it. 

8. Announce today the program for tomorrow. 

4. Each day's work should begin with opening de- 
votional exercises. 

5. Each instructor should have his material so 
well in hand that he can quit when his time is 
up. 

6. The roll should be called twice daily. 

7. The Secretary should keep a faithful record of 
the attendance and of the proceedings of the 
meetings, and should furnish the proceedings 
in good form to the county papers for publica- 
tion. 

8. An institute social should be held on the first 
night of the session. A social committee should 
provide some method of getting acquainted, — 
good music and some form of amusement or 
instruction. 

9. Local talent should be utilized to the greatest 
advantage. 

10. All lectures or talks should, as far as possible, 
be of the nature of a round table. The speaker 
should be a teacher, not a lecturer. 

11. Sectional meetings, such as high school section, 
primary teachers' section, one-room school sec- 
tion, etc., should be provided for on the con- 
ductor's program. 

12. Advertise the institute thoroughly, notifying the 
teachers individually of the requirements of the 
law. 

13. While free discussion should be encouraged, the 
conductor should guide these discussions into 
profitable channels. 



A WORD TO INSTRUCTORS. 

Ill the institute worlv of Alabama many instructors 
will be called upon for the first time to carry on a 
unified system of county institutes for the whole 
State. For that reason it is deemed proper to speak 
a word of caution to the inexperienced in regard to 
this very important service. The following outline, 
if studied and practiced carefully, may save the rep- 
utation of many instructors and add much to the ef- 
fectiveness of our institute work: 

I. The institute instructor shoidd enter upon this 
ivork from the standpoint of loyalty and opportunity. 
The limited State appropriation makes it impossible 
to pay large salaries. Therefore, it will be necessary 
to rely for the most part, upon the enthusiasm of 
the leaders who find their greatest compensation in 
leading the educational forces of this State. 

II. The in.'<titute instructor should seek the level 
of the teachers. Inexperienced instructors too often 
get upon their pedagogical stilts and stride around 
in the air above the heads of the teachers. Be sure 
that your instruction is driven home by its close re- 
lation to the actual every-day problems of the teach- 
ers whom you instruct. 

III. The successful institute instructor must he a 
social factor i)i the institute. Too often, institute 
instructors come into the assembly room at the time 
appointed for a lecture, talk learnedly on some chosen 
theme and then fold their tents and depart. The real 
instructor, on the other hand, will meet the teachers 
before the session opens, during the intermissions, and 
after the session closes, cheerfully teaching and learn- 
ing as he mixes freely with the teachers. 

IV. The successful institute instructor should 
study carefully the conditions and needs of the teach- 
ers of each particular section of the State. The same 
lecture that fits the teachers of the cities will not be 
suited to the teachers out in the rural districts. Be- 
fore going to the county, the instructor should study 
the conditions there and be able to deal with them 
sympathetically and intelligently. 

2 E 



10 



V. The successful instructor ivill make his talks 
simple and direct. Young instructors are often tempt- 
ed to undertake a discussion of psychological and 
pedagogical questixuas about which their ideas are 
quite hazy. Let each one undertake to deal with those 
school problems only with which he is familiar, and 
in treating these problems, let him make his outlines 
simple, direct and concrete. This method of treat- 
ment may not gain for the instructor a reputation 
as a lecturer, but it will surely prove an everlasting 
benefit to the teachers who are fortunate enough to 
come under the instruction of one who speaks of 
what he knows straight from the shoulder. 

VI. The instructor should seek to keep up inter- 
est hy varying his methods hy such means as, — 

a. Round table discussions. 

b. Free use of the blackboard. 

c. Use of charts, maps and pictures representing 
different phases of school work. 

d. By putting into the hands of the teachers pub- 
lications, objects and plans for emphasizing his 
topics. 

PREPARATION AND ORGANIZATION. 

I. Preparation. 

a. Printed post-cards to notify teachers to at- 
tend ; the cards to contain extract from the 
institute law regarding attendance, also, a 
list of things for the teachers to bring, such 
as text-books, tablets, etc. 

b. A well-lighted, well-ventilated hall that has 
been swept, dusted and made ready in ample 
time for the first session. 

c. Ice water and palm-leaf fans. 

d. Blackboards, crayon, erasers, globe, map of 
Alabama and of United States, piano or or- 
gan. 

e. Bulletins from the State Department for dis- 
tribution, such as elementary school manual, 
high school manual, school improvement cir- 
culars, etc. 



11 



II. Organization. 

a. A well-planned opening exercise. 

b. Brief statement of the plans and aims of the 
institute. 

c. Enrollment of teachers. Roll to contain name 
and home address of each teacher, number 
of years experience in teaching, what kind of 
school last taught, and if a rural school, 
whether a one-teacher school or not. 

d. Necessity of prompt and continuous attend- 
ance throughout entire week emphasized. 
Roll to be called twice a day by number. 

e. Program for the first day announced. 

f. Work. 

INSTITUTE DAILY PROGRAM. 

8:50- 9:00. Roll Call and Keeping the Register. 

9 :00- 9 :15. Opening Exercises. 

9:15- 9:35. Phonics. 

9 :35- 9 :50. Writing, Spelling, and Drawing. 

9:50-10:20. Language, Composition, and Grammar. 
10:20-10:30. Recess. 

10:30-11:00. Geography and Agriculture. 
11:00-11:30. History, Reading Circle, School Library. 
11:30-12:00. Round Table Topics. 
12:00- 2:30. Noon Recess. 

2:30- 3:00. Number Work and Arithmetic. 

3:00- 3:30. Reading and Seat Work. 

3:30-4:00. School Administration.' 

4 :00- 4 :15. School Improvement. 

4:15- 4:45. General Talks. 

8:00-10:00. Lecture or Program to be Announced. 

This program is only suggestive so far as arrange- 
ment of topics is concerned and may be changed by 
the conductor to suit local conditions. 

It will be seen that two or more subjects are as- 
signed to some periods. In such cases the period 
should not be divided among the subjects, but should 
be devoted to one a day until all have been discussed. 
The institute conductor will determine the number 
of periods to be given to each. 



12 



A list of suggestive topics will be found on page 
41. Others, if considered by the conductors more 
important than those listed, may be used. 

Portion of an Actual School Day. — It is suggested 
that a profitable variation of the institute program 
would be a reproduction of a portion of an actual 
school day. Let the conductor announce that on to- 
morrow, say, the institute program will be replaced 
by an actual school program between the first inter- 
mission and noon. At this time let all the lessons be 
heard, as in school, so that the teachers may gain 
some definite ideas as to the economy of time in the 
arrangement and carrying out of a daily program. 
The programs given in the Course of Study may 
serve as guides. This work may be repeated on other 
days for other parts of the daily school program un- 
til the conductors and the teachers have worked out 
a usable program for schools of one teacher. This 
school program should include study periods as well 
as recitation periods. 

THE ROLL CALL. 

The roll call should be the first work of the day. 
The instructors should insist on prompt and regular 
attendance and set an example by being on time at 
every session of the institute. The law requires every 
teacher to attend the institute four full days. No 
excuse for tardiness is valid, and no excuse for ab- 
sence should be accepted by the county superintend- 
ent except dangerous or serious illness. The teacher 
who does not attend the institute regularly and 
promptly cannot secure such attendance on the part 
of the children. 

A daily record of the attendance should be kept and 
used as a basis of instruction lor teachers in regard 
to finding the average attendance and keeping a reg- 
ister. It will be necessary to keep records of attend- 
ance and of the daily proceedings in order to give 
such information to the State superintendent as he 
may call for. The conductor should provide himself 



13 



with some standard school register and give daily, 
during the time allotted to roll call, some instruction 
about keeping it accurately, and urge the necessity 
of making such a permanent record. 

SCHOOL HISTORY. 

Teachers should be encouraged to keep a connected 
history of their school from year to year. That is, 
they should keep in a book provided for the purpose 
a record of how far the class went in each subject, 
together with an account of the general w^ork, such 
as memory gems learned, nature study outlines, au- 
thors' days, other special exercises, Friday afternoon 
work, etc. Such a school history would prove inval- 
uable to a new teacher taking charge. It would pre- 
vent repetition, enabling the new teacher to start just 
where the former one left off; and further, it would 
serve to perpetuate in the school whatever was excel- 
lent in the methods and devices of former . teachers. 
There should be no monopoly of school ideas. In 
keeping this record the children can be of assistance. 
They would take a delight in copying things in the 
book under the teacher's direction. The matter is 
vital, and ought to be stressed. 

OPENING EXERCISES. 

The opening exercises at the beginning of each day'a 
session of the institute should be used, not only for 
its unifying and uplifting effect, but also as a sugges- 
tion to the teachers for use in their schools. The 
ordinary opening exercise consists of singing, Bible 
reading and prayer, but it should be varied from day 
to day. Sometimes the whole period may be 
devoted to the singing of good songs. A story may 
be read or told : memory gems may be given in re- 
sponse to the roll call ; on special days short special 
programs may be arranged. It should be the pur- 
pose of the institute conductor to give the teachers 



14 



positive illustrations of the excellent effect of a wide- 
awake opening exercise. 

One purpose of this morning program is devotional. 
The song should, however, not be mournful or de- 
pressing ; but, on the other hand, should be gladden- 
ing, inspiring, soul-stirring. It need not be selected 
from the Church hymn book. America, Star Spangled 
Banner, Old Folks at Home, Annie Laurie, Suwanee 
Fiver, Old Kentucky Home, Dixie, Alabama, and oth- 
er equally good old or new songs should be brought 
into service. On occasions the song program may be 
varied by solos, quartet singing, or instrumental 
pieces. 

In like manner, the Bible reading should not be 
done in a perfunctory way. A complete unit should 
be read, a paragraph, a parable, a story, or a selec- 
tion. To read a whole chapter, without regard to its 
continuity of interest or thought, is worse than omit- 
ting the Bible reading altogether. Sometimes the 
teacher may impress a lesson by simply narrating 
the facts. Often favorite poems or selections from 
good prose writings which carry some stimulus of 
inspiration, should be used instead of the passage 
from the Bible. 

The Bible reading is generally followed by the 
Lord's Prayer repeated in concert by teacher and 
school, or a short, simple, fervent prayer by the 
teacher. Often appropriate selections from the beau- 
tiful prayers of great writers in prose or poetry 
should be used. This also may be varied profitably 
by a repetition of familiar passages of Scripture like 
the twenty-third Psalm or the Beatitudes. 

There are many other ways of enriching and en- 
livening the morning exercise, and the conductor 
should use his ingenuity to have suggestive programs. 
He should remember and impress upon the teachers, 
not only that it should be devotional, but also that 
it should set everybody in tune for the day, inspire 
all to greater exertion, profitable thought and nobler 
aims. 



15 
COMPOSITION WORK. 

The State Manual of the course of study for Public 
Elementary Schools will be the instructor's text-book 
for his work. Hence it will not be necessary under 
this heading to give an exhaustive outline of the 
work which is to be presented from day to day. In 
this, as in all other subjects, the instructor will have 
to choose the essentials, which, if properly understood 
by the teachers and followed by them in their school 
rooms, will put all of their composition work upon 
a sound basis. Among the fundamental principles 
which the instructors might discuss properly are the 
following : 

I. Guiding Principles. 

1. A child does not speak or lorite freely unless it 
has a reason or motive for such action. Let 
the instructor and teachers add to the list he- 
low : 

a. Correct expression is necessary to success in 
business. 

b. Correct English is a mark of culture and a 
badge of honor in society. 

c. A knowledge of the proper use of language 
is necessary to communication, and there- 
fore, a source of pleasure. 

d. To many the power to express thoughts ef- 
fectively by speech or in writing will mean 
an opportunity to serve others; for exam- 
ple, through articles in journals, newspa- 
pers, public speaking, etc. 

2. In composition work the teacher should recog- 
nize the difference beticeen children. This can 
&e carried out only hy, 

a. A variety of subjects from which to choose. 

b. A variation in the amount of work required 
by different individuals of the class. 

c. An allowance for the different styles ex- 
pressed in words and sentences of different 
children. 



16 



d. Encouragement of individuality of treat- 
ment of a subject by different children. 

e. Correction of papers in a way to emphasize 
rather than to kill individuality. 

Children in elementary .whools are by nature 
imitators in language. Provide good examples 
by such means as, — 

a. Pure English of the teacher. 

b. . By creating an atmosphere for correct Eng- 

lish among the teachers. 

c. By abundant use of classic stories. 

d. By saturating the class with models from 
the masterpieces of literature. 

e. By pointing out good models for the me- 
chanics of composition, such as the printed 
page and correctly written manuscripts. 

Children express themselves with ease and 
pleasure when they feel they have something to 
say. The successful teacher of composition will 
take great care to provide abundant idkas by 
such methods as the following, — 

a. By stirring up the accumulated knowledge 
and interest of the child. 

b. By bringing objects of nature, industry, etc., 
before the class. 

c. By having stories told as a basis for oral or 
written expression. 

d. By suggesting observations which the chil- 
dren are to make outside of the school room. 

e. By discussions in which the teacher may 
add to the child's knowledge out of the 
richness of his own mind. 

Children do not express themselves freely and 
naturally unless they have an audience, either 
real or imaginary. This natural laiv can be 
recognized in many ways, some of which are 
suggested belotv, — 

a. By having the pupils tell stories to the 
whole school. 

b. By having the pupils write letters to real 
or imaginary persons. 



17 



c. By having it understood that some one's 
eye will fall in a sympathetic way, upon 
each and every paper written by any mem- 
ber of the class. 

d. By a frequent use of composition papers as 
a basis for formal work in grammar, that 
is, analysis, parsing, etc. 

e. By having contests in composition to determ- 
ine what productions will be sent to the 
county paper for publication. 

f. By compiling a school newspaper to be read 
once each week, 

6. A cJiikVs constructive instincts should he appeal- 
ed to in composition work. This principle is 
recognized by many teachers, — , 

a. Illustrating compositions by drawings. 

b. By constructing nature study or agricultural 
charts. 

c. By having the pupils write a series of simple 
compositions on related subjects, and bind- 
ing them into booklets with names covering 
all subjects treated. 

II. Primary Composition. 

1. Oral work. 

a. Reproduction of stories. 

b. Simple talk about home, school, farm. etc. 

c. Use of pictures. 

d. Telling interesting experiences. 

2. Written work. 

a. When to begin. 

b. Simple sentences dictated by class and writ- 
ten on blackboard by teacher. 

c. Simple statements written on unglazed pa- 
per or blackboard by pupils. 

d. Copying. 

e. Booklet illustrated by drawings, pictures and 
cuttings. 

III. Model lesson. 

The instructor or some teacher of the insti- 
tute mvst give a model lesson on primary com- 

3 E 



18 

position work. This may be based upon a model 
story, object, or rhyme. 

IV. Composition in middle and upper grades. 

1. Material for subjects. 

2. Paragraphing. 

3. Attention to form. 

4. Use of compositions. 

a. To teach rules for use of capital letters. 

b. Kinds of sentences — analysis. 

c. Use of words with difficult forms. 

d. Parts of speech — parsing. 

V. Ch^ammar. 

1. When should formal grammar begin? 

2. Aim of grammar teaching. 

3. How can grammar teaching help every-day 

English? 

4. Putting ideas into definitions found in grammar. 

5. Order of subjects in grammar. 

VI. Model lesson on some difflciiU subject of gram- 

mar. 

READING. 

I. Main purpose. To enable the pupil to interpret 
the printed page accurately and rapidly. 

II. Aim: 

(1) I, II, and III Grades— Mastery of the 
mechanics. 

(2) Grades above third — Reading for thought- 
getting. 

III. Methods. 

(1) Alphabet. 

(2) Word. 

(3) Sentence. 

(4) Phonic. 

(5) Combination of these methods. 



19 
PRIMARY GRADES. 

I, II, and III. 

1. Create a desire on the child's part to learn 
to read. 

2. Using blackboards, charts, cards, etc., teach 
the child to recognize words at sight and at 
the same time with concrete objects to get the 
ideas which words represent. 

3. A ready recognition of groups of words as 
found in sentences and simple paragraphs, and 
a ready interpretation of the thought with cor- 
rect oral expression. 

4. Drills to secure distinct articulation, correct 
pronunciation, and an agreeable tone of voice. 

5. Phonic exercises introduced gradually. They 
should be given at a different time from the 
reading lesson. Separation of words into their 
elementary sounds and the association of a let- 
ter with its proper sound in the word. 

6. During the second month Primer may be placed 
in the hands of children. 

7. Reading to pupils to interest them in reading 
and to furnish models in oral expression. 

8. Use of pictures to awaken interest and as a 
basis for oral work. 

9. Sight reading. 

10. Oral reproduction of thought. 

11. Dramatizing stories for correct interpretation 
and expression. 

12. Memorizing choice selections of prose and poet- 
ry. 

13. Review constantly. Do not overcrowd pupil's 
mind. Have frequent recitations. Get as much 
action into lessons as possible. 

14. Encourage use of library books. Show that a 
book contains something the child wishes to 
know, thus arousing self-activity. Direct at- 
tention to pictures and attractive pages. Read- 
ing or reciting interesting portions to them will 



20 



often incite them to read the remainder of the 
book or selection. 
15. Give model lessons. 



Aim. 



GRADES IV AND V. 



Child now reads to learn, having learned to 
read in primary grades. 

1. Special attention given to children who have 
not mastered mechanics of reading. 

2. Teach the use of the dictionary. Teach dia- 
critical marks to enable child to use dictionary 
intelligently. 

3. Continue drills in phonics, articulation, and 
pronunciation. 

4. Emphasize thought-getting. 

5. Preparation required of pupils under the direc- 
tion of the teacher. 

(1) Statement of what lesson contains. 

(2) Meaning of new words, determined princi- 
pally from context. 

(3) Drill on pronunciation of new and diffi- 
cult words. 

(4) Oral reading of lesson in the preparation. 

(5) Memorizing selections. 

Oral reading is the test of his preparation. 

6. Correlate reading with the other studies. 

7. Reading of supplementary selections by teacher 
and by pupils. 

8. Use of library books. Teach child to turn to 
library for information, illustration, and inspi- 
ration. Set aside occasional periods for talking 
over with children what they have read. Dis- 
cover the interests of the pupils and thus direct 
further reading. 

9. Model lesson. 

These model lessons should be based on short 
poems or prose selections of recognized literary 
merit for the purpose of showing how a child 
may be inspired to an appreciation of litera- 
ture. 



21 
WRITING. 

I. Writing in primary grades. 

1. Recognition of the child in tlie teaching of 
writing in primary grades. 

a. Kind of movements. 

b. Kind of pencils, papers, crayon, etc. 

c. Amount of writing required. 

d. Position at desk. 

e. Natural way of holding pen and paper. 

f. Making the writing exercises useful and 
pleasing. 

2. Drill in movements and forms. 

a. Movements to develop freedom — rhythm. 

b. Principles developed from movement exer- 
cises. 

c. Drill in writing from dictation and from 
copies. 

3. Influence of good examples of writing. 

a. A permanent set of letters on blackboard or 
chart. 

b. Teacher's writing. 

c. Copy in copy-book. 

d. Should pupil begin to write at bottom of 
page? 

e. Display of neat written work in booklets or 
on bulletin boards. 

4. Developing writers who can meet the demands 
of modern business. 

a. Reasonable speed. 

b. Accuracy of form. 

c. Neat general appearance. 

d. Ability to endure writing for many hours. 

II. A model lesson on letter writing. 

Our teachers and pupils are very deficient in 
correct letter writing. Write a letter in correct 
form on the blackboard and have a round table 
discussion on such topics as (a) kinds of letters, 
(b) characteristics of business and friendship 
letters, (c) correct form of letters. 



22 

SPELLING. 

I. Introduction. 

1. Better spellers needed. 

2. The good spelling conscience. (See State Man- 
ual.) 

3. Practical words. 

4. How to study. 

a. Intensive — no "running over" the lesson. 

b. Correct forms only. 

5. Dictionary habit— word anaylsis. 

6. Two kinds — relative amounts. 

II, Oral Spelling. 

1. Comes first historically. 

2. Comes first psychologically. 

3. More opportunity for repetition. 

4. Dangers of concert work, 

a. Only bright children recite. 

b. No mental effort. 

c. Sing-song tone. 

5. Syllabication, 

6. Only one trial. 

7. Define homonyms. 

8. Faulty pronunciation in giving words to class. 

9. Rapidity of movement. 

10. Devices (from State Manual). 

SUGGESTIONS FOR METHODS OF CONDUCTING 
THE RECITATION. 

The common method used by teachers, viz.: pro- 
nouncing the word and having the pupil write it or 
spell it orally, is a good one, perhaps the best; but 
if no other is used the recitation becomes monotonous 
and uninteresting. 

Instead of the above method frequently use one of 
the following : 

1. Picture Spelling — Children write names of 
things seen in picture, 

2. Picture Stories — Children write short stories 
suggested by the picture. 



23 



3. Dictation — Short sentences dictated by the 
teacher and written by the pupils. 

4. Elliptical sentences copied and completed. 

5. Classifying words (a) alphabetically, (b) ac- 
cording to number of letters, (c) according to number 
of syllables, (d) capitals, (e) action words, name 
words, etc. 

6. Sentence making for doubtful or difficult words, 

(a) orally, (b) written. 

7. Recollection lessons — words from any lesson. 

8. Observation spelling, (a) Indoor observations, 

(b) outdoor observations. Spelling to be centered 
largely around nature study. 

9. Reproduction stories. 

10. Marking words diacritically. (Beginning with 
III Grade.) 

11. Making word lists for given elementary sounds. 

12. Grammatical spellings, (a) plurals, (b) pos- 
sessives, (c) past tense forms, (d) contractions, ab- 
breviations, etc. 

13. Memory verses and maxims. 

14. Supplementary lists made by pupils, e. g., 
names of objects in schoolroom, names of fruits, 
trees, flowers, birds, insects, boys, girls, books, things 
sold by the grocer, parts of a house, tools used by the 
carpenter, occupations, parts of the body, diseases, 
months of the year, days of the week, things raised 
on the farm, things dug from the mine, things made 
in a factory, etc. 

15. Common misspelled words. 

16. Spelling matches. 

17. Building words out of the letters of a given 
word. e. g. from "legislature" build "rule," "rate," 
"regulate," "slate," etc. 

18. Spelling rhymes. Teacher gives out a word, 
pupil spells; pupil gives out rhyming word and 
spells. 

19. Group words — The teacher gives out, for ex- 
ample, name of a tool ; pupil spells and gives the 
name of another tool for the next pupil to spell. 



24 



20. Using given letters — Each pupil calls out and 
spells a word beginning with the last letter of the 
word previously spelled. (Railroad spelling.) 

21. Descriptive spelling — Pupils point out the ob- 
ject, parts, or qualities of objects; class spells. 

22. Question spelling — Pupil asks question, e. g. 
"What gums envelopes?" Class spells "mucilage." 

23. Spelling Opposites — A pupil gives out a word, 
the next spells its opposite, e. g. "straight," "crooked." 

24. Spelling Synonyms, Homonyms, Antonyms^ 

25. Spelling derivatives. 

26. Spelling down the line. 



I. 


Written Spelling. 


1. 


Use of blank's. 


2, 


Where kept. 


3. 


When and how distributed. 


4. 


How many words. 


5. 


How often use books. 


6. 


By whom corrected. 


7. 


How many pronunciations. 


8. 


Margins in all written work 


9. 


Save best work for the fair. 



GEOGRAPHY. 

I. Things Worth While. 

1. Place emphasis on fact that geography is the 
study of the earth as the home of man. 

2. Begin at home. Teach home geography in the 
first three grades without text book. Have 
weather chart, study land and water forms, 
study a brook basin, study the home communi- 
ty according to the outline given below, as far 
as it is applicable, giving most attention to the 
big elemental things. 

3. Study current events, the daily papers and il- 
lustrated magazines and papers. Subscribe for 
the little weekly, "Current Events." 

4. Geography cabinet. This should contain speci- 
mens of everything available in the way of nat- 



25 



ural resources and artificial products found in 
the State of Alabama. 
5. Plan imaginary journeys along the great trunk 
and water routes, stopping long enough at the 
big cities to see the most important sights, and 
noting the farms and natural scenery along 
the way. This is good for review work. 

II. An outline for the Study of the Geography of a 

Section. 

A. What has nature done for this district? 

a. Coast line; surface. 

b. Soil — various belts. 

c. Streams and rivers. 

d. Forests. 

e. Minerals. 

f. Climate; rainfall. 

g. Animals — wild and domestic. 

B. What has man done with nature's gifts? 

(a) Agriculture: old and new methods — the 

principal crops — the crops best adapted to 
various belts. 

(b) Mining: coal, iron, gold and silver mines. 

(c) Lumbering: comparative methods in Vari- 
ous countries. A logging camp. Sawmills. 
Value of forests. Destructive methods of 
lumbering. 

(d) Fishing — How conducted. 

(e) Hunting and trapping. Uses of wild and 
domesticated animals. 

(f) Irrigation. Hydro-electric power and its 
uses. 

(g) Manufacturing. Study closely some spe- 
cial kinds of manufactures, as cotton and 
iron and. cement. 

(h) Centers of population. Study cities in the 
light of geographic situation and environ- 
ment. 

(i) Commerce — why? 



26 

(j) Trade routes: waterways, highways, rail- 
ways. Show the advantages of good 
roads. 

(k) Government: home, school, county, munic- 
ipality, state, nation. Why is government 
necessary ? 

III. Model Lessons. 

The instructor or some teacher should give a model 
lesson on geography. 



AGRICULTURE IN RURAL SCHOOLS BELOW 
THE HIGH SCHOOL. 

Aim: To create an interest in tarm and country life, 
rather than to give technical instruction. 

1. Through selections taken from literature, and 
from readers and other books that contain 
stories of plant and animal life; also through 
pictures. 

2. Through nature study. 

(a) Animals and plants. 

(b) Rocks and soil. 

(c) Enemies to the farmer, 
fd) Friends to the farmer. 

3. Through simple experiments, with inexpensive 
apparatus. 

(a) Capacity of various kinds of soil to absorb 
water. 

(b) Show sap rises in plants. Osmosis. 

(c) Germination of seeds. 
'(d) Sterilizing milk. 

(e) Growth of mould on stale bread. 

(f ) Effect of a loose mulch on the evaporation 
of water from soil. 

Directions for performing these experiments 
may be found in bulletins and the ordinary text- 
books on agriculture. No apparatus is needed 
more than a few boxes, tin cans and lamp chim- 
neys. 



27 



4. Through bulletins issued by the State and na- 
tional agricultural departments. These cover 
a wide variety of interesting and helpful topics 
and can be had for the asking. They should be 
used for reference. The adopted text-book on 
agriculture should be used as a guide to inde- 
pendent study rather than as a reading book. 

5. Through corn clubs for the boys and tomato 
clubs for the girls. 

6. Through direct observation of model farms in 
the community, comparing these with other 
farms that are less thrifty. 

ARITHMETIC. 

The institute instructor would do well to confine 
himself almost entirely to primary arithmetic. The 
course of study manual furnishes the outline. Be- 
low a few suggestions are given by way of empha- 
sizing certain points. 

1. Counting by ones and tens to one hundred. 

2. Use splints, placing tens and hundreds in bun- 
dles. 

3. Develop the idea of "carrying" by means of 
splints or objects; also of "borrowing" in sub- 
traction. 

4. Drill on the 45 additive facts or combinations ; 
the pupils should know these combinations at 
sight. A helpful device is to have these com- 
binations on manila cardboards of convenient 
size. 

5. Teach the familiar facts of denominate jium- 
bers concretely. Use rulers, yard sticks, scales, 
dry and liquid measures, money, etc. It is ex- 
ceedingly important that children form their 
conceptions of number through the actual han- 
dling of things. 

6. Develop the fundamental operations in fractions 
by means of objects and blackboard devices; e. 
g., reductions of fractions to same denominator; 
to divide a fraction by a fraction, etc. 



28 



7. Do not insist too strongly upon a thorough un- 
derstanding of the rules for pointing off in deci- 
mals ; it will be sufficient at first to insist upon 
an understanding only of the "mechanics" of 
the subje'ct. Analogies with common fractions 
may be shown profitably. 

8. Lay aside "objects" just as soon as the pupils 
get a clear grasp of relations. 

9. Wait until the high school for cube root, bank- 
ing, certain kinds of mensuration, and that type 
of problem that involves the algebraic equation 
or its equivalent. 

A CONCRETE ILLUSTRATION OF SCHOOL 
ECONOMY. 

A southern teacher last year successfully taught a 
rural school of seven grades having an average en- 
rollment of 75 pupils. A few points of her "system" 
are given below to show what can be accomplished 
through proper gradation and by following a care- 
fully planned daily program. 

1. The pupils were seated in rows according to 
grades. The seats were patent desks. The 
children kept their seats when reciting. 

2. Children were not allowed to Interrupt the 
teacher while she was hearing a lesson. If 
they wished help on a word they went to one 
of the older girls designated by the teacher for 
that purpose. The older as well as the younger 
pupils were trained in phonics. 

3. • Each day an older pupil was designated to 

keep time by means of a desk watch, and to 
warn the teacher by a tap on the bell when the 
time came for any given recitation to close. In 
this way every class had due attention paid to 
it by the teacher. 

4. The daily program was arranged in several par- 
allel columns. In the first were the recitation 
periods ; in the others, according to grades, there 
were designated certain "study" and "occupa- 



29 



tion" periods for the pupils tn:.. u'ere not recit- 
ing. In this way the pupils had something defi- 
nite to do for every period in the day. 

5. After school had closed for the day the teacher 
arranged her work for the next day. In the 
"study" and "occupation" columns of her pro- 
gram she placed certain definite assignments in 
the way of lessons to be studied or seat work 
to be done. When the children came to school 
in the morning they saw at once from the pro- 
gram what they were expected to do. The 
teacher would not allow any studying to be done 
at home at night. 

6. At stated intervals the windows were thrown 
open and the pupils took simple calesthenies 
and breathing exercises. 

7. The smaller children were sent home each day 
at noon for the remainder of the day, all their 
lessons having been recited by that hour. 

8. Much of the "busy work" done in city graded 
schools was successfully done in this school. It 
had to be carefully planned every day. 

9. Each pupil was required to have two sharpened 
pencils ready in the morning. The teacher kept 
a box of emergency pencils on her desk ready 
sharpened. In this way no time was lost from 
lessons through having to stop to sharpen a 
pencil. 

10. Certain pupils were designated to distribute 
drawing, writing or other materials to the class 
when necessary. This work was done quietly, 
and without detracting from study or recita- 
tion. 

11. When. a boy became idle he was allowed to go 
to the "woodshed" to work. Here was a col- 
lection of tools and boards brought by the boys 
from their homes. By an occasional suggestion 
from the teacher these would-be unruly boys 
learned to make, during the course of the year, 
a number of useful articles. However, time 
spent in the workshop was not accepted as an 
excuse for poorly prepared lessons. 



30 



12. Each lesson period was divided into three parts 
— the review, the "view," and the preview ; more 
time or less time being spent on each part as 
occasion demanded. 

13. Some of the lesson periods were necessarily 
short, but it must be borne in mind that much 
can be accomplised in a short time when that 
time is given uninterruptedly to the considera- 
tion of the lesson. 

14. By combining, alternating, economizing and sys- 
tematizing, this teacher reduced the work of 
seven grades into 25 daily recitations, and suc- 
ceeded in following the course of study In all 
its requirements. However, she had an inform- 
ing soul, a ready tact and sympathy, which 
made her schoolroom a place of living inter- 
est. 

SCHOOL IMPROVEMENT. 

I. Necessity for School Improvement Work. 

(1) To the community at large, in broadening 
their interests and in tilling the gap between 
the school and the home. 

(2) To the pupil, in enlarging his sphere of activ- 
ity and in filling the gap between the teacher's 
desk and the pupil's. 

(3) To the teacher, in giving him a better under- 
standing of the needs of the community and 
in establishing a bond of co-operation and 
sympathy between the patrons and him. 

II. Methods of Procedure. 

(1) Arouse the interest of (a) the children, (b) 
the community. 

(2) Meeting. 

(a) State purpose of organization. 

(b) Decide definite work to be undertaken. 

(c) Organization. 

(Note: If possible, have a county or State 
worker to assist.) 



31 



III. Organization. 

Using School Improvement Circular A as a 
guide, organize the institute into a model local 
association. 

IV. Phases of the Woi'k. 

(a) School grounds. 

(b) School gardens. 

(c) Equipment and decoration. 

(d) Library. 

(e) Literary and social features. 
Note : Sources of material. 

(1) Circulars on Organization, Equipment and 
Decoration and on Entertainment. (Depart- 
ment of Education). 

(2) Bulletins from the Polytechnic Institute at 
Auburn, from the U. S. Department of Agri- 
culture and from Cornell University, Ithaca, 
N. Y. 

V. Round taJjle discussion. 

THE READING CIRCLES. 

•I. What they are. 

The teachers' circle. 
The pupils' circle. 

II. The organization. 

a. State 

Board of directors. 

Secretary and business manager. 

Depository. 

b. Local teachers' circles. 

County secretary. 

Local circles and affairs. 

Meetings. 

c. Certificates and diplomas. 

d. The books for 1911-12. 

III. Why every teacher should join the circle, read 
the hooks and join in the local circle disoussions. 



32 

IV. What one of the hooks adopted means to me. 

(At some time during the institute every book 
adopted should be discussed in a five minute 
talk by some one who has read it). 

Note: The institute conductor should, with the ap- 
proval of the county superintendent, appoint 
at the first meeting of the institute a secre- 
tary of the county circle who shall aid them 
in organizing all the teachers into the read- 
ing circle for 1911-12. The best teachers nat- 
urally want to join, and it should be empha- 
sized that membership in the circle is indica- 
tive of growth in the teacher's professional 
ability and in culture. Of course, it i^ Vnown 
that a part of the examinations for teachers' 
certificates is based on one or more of these 
books. 

PUPILS' READING CIRCLE. 

I. Orgamzation. 

a. Success depends upon the teacher. 

b. Where to get books, 

c. Certificates and diplomas. 

II. The school library and ivhy every school should 

hare one. 

III. The netv lihrary law and hoiv it works. 

IV. Hoiv to arouse interest in the library and get 

the money. 

a. Library day. 

b. Private subscription. 

c. Library fee. 

d. Entertainments. 



33 
SCHOOL MANAGEMENT. 

Lecture I. The Teacher. 

I. Legal requirements. 

II. Personal elements of poicer: 

(1) The will to grow in knowledge and grace. 

(2) Daily preparation. 

(3) Power of self-control; self-praise. 

(4) Tact and patience; initiative and adaptation. 

(5) Influence upon the school the measure of the 
teacher's personality. 

III. Attitude towards pupils : 

(1) Impersonal; never influenced by likes or dis- 
likes. 

(2) Kindness and courtesy; sarcasm; revenge; 
threats; scolding and nagging; the noisy 
teacher. 

IV. Attitude towards patrons: 

(1) Arrange for meeting of patrons during first 
week. 

(2) Invite suggestions and interest patrons in im- 
provement of building and grounds. 

(3) Never participate in factional quarrels. 

(4) Make the school the center of community In- 
terest. 

Y. Attitude toicards general culture and professional 
icork : 

(1) Professional books and school journals. 

(2) Teachers' associations and institute work. 

VI. Attitude towards superior officers and other 
teachers : 

(1) Relation to principal of school or trustees. 

(2) Relation to county superintendent. 

(3) Attitude towards former teacher: associate 
teachers. 



34 



Lecture II. Mechanical Elements of School 
Management. 

I Tlie school building and its equipment: 

(1) Arrangemeut of desks and other furniture. 

(2) Light, heat, and ventilatiDn. 

(3) Condition of floors, walls, and blackboards. 

(4) Care of building; neatness and cleanliness. 

II. Necessary teaching aids : 

(1) Maps, charts, and globes. 

(2) Cabinet collections, agricultural, mineral, bot- 
anical, zoological, etc. 

(3) Crayon, pencils, paper, ink, etc. 

(4) Wall pictures, and pictures collected for les- 
son illustration. 

III. School lihrary and reference hooks. Reading 

circle. 

IV. Condition of grounds: 

(1) Portion assigned for play ground. 

(2) Portion selected for flowers or gardening. 

V. Haw to improve condition of building and grounds. 

VI. The school register and attendance records: 

(1) How to keep the register. 

(2) How to obtain essential statistical facts re- 
quired in the report to the superintendent. 

Lecture III. Classification, Grading, and 
Promotion. 

I. Determining factors in classification: 

(1) Size of school, number of rooms and number 
of teachers. 

(2) Records of previous year. 

II. Hotc to grade a one-room school; a two-room 

school. 



35 



III. Marking system : 

(1) Monthly estimates to be recorded. 

(2) Reports to parents. 

(3) Stated examinations. 

(4) System of marking: 

(a) Passing marli, (b) class average and pu- 
pil average, (c) other methods. 

IV. Promotion of pupils: 

(1) Factors in promotion: 

(a) Proficiency in essential studies. 

(b) Age and maturity. 

(2) Promotion records. 

(3) County examination and high school promo- 
tion. 

(4) County commencement and high school certifi- 
cates. 

V. Relation of elemental^/ school to county high 

school. 

Lecture IV. School Incentives. 

I. Kinds of incentives: 

(1) Natural incentives: 

Pleasure of achievement, approval of teacher 
and parents, etc. 

(2) Artificial incentives: 

Prizes and rewards, special distinction, honor 
rolls, etc., privileges and immunities, exemp- 
tions of recitations and school duties. 

(3) Negative incentives : 

Fear of punishment, keeping after school, etc. 

II. Personality of the teacher as an incentive to 
work. 

(1) The atmosphere of truBt and sympathy. 

(2) Encouragement, the atmosphere of success. 

(3) Effect of hopeless effort. 

III. Value of pleasant surroundings as incentives. 



36 



IV. How to secure genuine interest in work: 

(1) Means must be positive, not negative. Use 
stimulation rather than repression. 

(2) Create a desire — a feeling of want in the 
child. 

V. Test the incentive used — a lotcer incentive should 

never he used when a higher incentive will se- 
cure better results. 

Lecture V. School Punishments. 

I. Ends of school punishments : 

(1) Amendment of the individual — rather than 
punitive or the satisfaction of abstract jus- 
tice. 

(2) The prevention ol wrong doing by other pu- 
pils. 

II. Nature and kinds: 

(1) Suspension or expulsion. 

(2) Corporal punishment. 

(3) Keeping after school. 

(4) Miscellaneous — forfeiture of rights. 

(5) Improper punishments. 

III. Punishment for misconduct: 

(1) Deceit — falsehood, dishonesty. 

(2) Whispering, cheating, lighting, etc. 

IV. Punishment for failure in lessons: 

(1) Test the validity of the several kinds of pun- 
ishments after used. 

(2) Can a pupil do his best through fear? 

V. Punishments as the natural and logical conse- 

quences of actions. 

VI. Do ice in a sense legalize wrong doing when we 

prescribe specific punishments for certai/n wrong 
actions? 



37 
Lecture VI, The Special School Virtues. 

I. Regularity and punctuality of attendance: 

(1) Importance to pupil and the school. 

(2) Ethical and social values. 

(3) Methods and incentives. 

II. Accuracij : 

(1) In statement— effect of guess work and exag- 
geration. 

(2) In school work and conduct. 

(3) Relation to truth. 

(4) Ethical value of manual training. 

III. Truthfulness: 

(1) Essential to a social being. 

(2) Importance of faith and confidence — Commer- 
cial credit. 

(3) Kinds of untruth — tested by motive: 

(a) Self-defense, (b) self-conceit, (c) fear, 
(d) malice and deceit, (e) creations of a vivid 
imagination. 

(4) Kinds of untruth involving moral turpitude; 
why? 

(5) The best correctives: 

(a) Build up the positive habit of truthful- 
ness. 

(b) Appeal to conscience. 

(c) Always expect the truth. 

(d) The teacher's attitude too often elicits 
false statements. 

IV. Honesty : 

(1) Sense of possession instinctive. 

(2) Regard for rights of others result of training. 

(3) Fair play developed by sports and games. 

(4) Remedies for petty thieving — cheating. 
The personality of the teacher. 

V. Justice: 

(1) Early development of sense of justice. 

(2) Too generally developed by placing emphasis 
on negative — injustice. 

(3) Teachers' actions as models. 



38 



VI. Industry: 

(1) Purposeful work — self-activity. 

(2) Essentials to the habit of industry: 
Hope, patience, interest, success. 

(13) Avoid fatigue. 

By short periods of work — -change of employ- 
ment. Effect of writing a long time with a 
fine pen. 

(4) Handicapped pupils: 

Defective vision and hearing, adenoids, bad 
teeth, headaches. 

VII. Ohedience: 

(1) Voluntary and involuntary. 

(2) Main causes of disobedience, defiance and re- 
bellion. 

(3) How far should obedience be compelled and 
how? 

Vni. Kindness and courtesy, — goodness. 

(1) Politeness as a habit. 

(2) Methods of developing the habit. 

(3) Value in life. 

IX. The habit of self-control ; self-government. 

X. The purposes of good order in school. 

''The Habitual to the child is identical with 
the Right." 

Lecture VIII. Sources of Waste. 

I. Waste of time. 

(1) In arrangement of classes. 

(2) In failure to follow daily program. 

(3) In aimless talking and purposeless work. 

(4) Abuse of busy work; reading to class. 

(5) Unnecessary drill. 

(G) Need of skill in dispatching business. 



39 



II. Waste of energy, dissipation of power: 

(1) Through lack of sj'stem ; needless work. 

(2) Harsh and high-pitched voice. 

(3) Fatigue, physical and mental. 
Length of recitation period. 

(4) Value of frequent change of work. 

(5) Fatigue as result of intensive work. 
Drawing, writing with fine pen, — fine needle 
work, nerve exhausting exercises. 

(6) Importance of spontaneous movements as in 
play. 

III. Waste of material: 

(1) Care of books and personal property. 

(2) Crayon, maps, and school material. 

(3) Economy in use of paper. 

IV. Yahie of the habit of economy: 

(1) How to utilize waste products in school and 
home. 

(2) Is the public school developing a nation of 
spendthrifts? 

Lecture IX. School Hygiene. 

Earth, Air, Fire and Water, the fundamental ele- 
ments in the philosophy of the ancients, suggest to 
us the four fundamental topics of school hygiene. 

I. Cleanliness: 

(1) Building and grounds. 

(2) Floors; use of broom, duster, mop. 

(3) Walls and ceiling — fresh paint, kalsomine. 

(4) Blackboards and furniture. 

(5) Personal cleanliness. 

(6) The fly and the mosquito. 

II. Ventilation : 

(1) Fresh air and its sources: house diseases. 

(2) Physical culture and deep breathing exercises. 

(3) Admit light and sunshine. 



40 



(4) Cleanliness of cloak rooms, basement, and out- 
houses. 

(5) Position of pupils at desks — posture, gait, 
stooping shoulders and bent body. 

(6) Contagious diseases. Make friends with the 
doctor. 

(7) Children exposed to tuberculosis by associa- 
tion with diseased parents. 

III. Heating : 

(1) Arrangement of stoves. 

(2) AdmisBion of fresh air through floor. — through 
windows. 

(3) How to dispose of foul air. 

(4) Care of stove. 

(5) Coal supply; ashes. 

(6) Use of thermometer. 

IV. Water supply : 

(1) Sources of water supply. 

(2) Is there a substitute for (a) the water 
bucket, (b) the common cup, dipper or gourd? 

V. Miscellaneous : 

(1) The habit of "chewing" pencils and pen hold- 
ers — promiscuous use of pencils, etc. 

(2) Pupils handicapped: 

Defective eye-sight; defective hearing; ade- 
noid growths ; mouth breathers. 

<3) Nutritious foods, manner of eating. 

<4) Supervision and direction of play ground and 
games. 

(5) Sleeping with windows of bedroom open in all 
seasons. 

<6) Talks or lectures to parents on the hygiene of 
the home, the bedroom and the kitchen. 



41 
GENERAL DISCUSSIONS. 

Wide latitude is allowed the conductor for filling 
in this period of the daily program. A few sugges- 
tions are given as to how it may profitably be done. 

I. Preparation of Definite Plan of Work Before the 

First Day of School. 

1. Preparation of Devotional Exercises. 

(a) Selection of the most appropriate verses 
of Scripture to be read the first morning. 

(b) Selection of the most appropriate songs to 
to be sung. 

2. Preparation of fifteen-minute talk by the teach- 
er to her pupils. 

(a) Importance of prompt and regular attend- 
ance. 

(b) The value of a day in school. 

(c) What it means to lose a day from school. 

3. If possible, obtain from the register kept by 
the preceding teacher, a knowledge of the differ- 
ent classes or grades to be represented in school, 
and where each class is to begin work. A list 
of the names of the pupils that will be in the 
different grades and classes should be made. 

4. Preparation of the lessons to be assigned and 
taught on the first day of school. 

5. Preparation of a definite schedule for the first 
day. 

Suggestion. — Give the teachers the problem of work- 
ing out what they consider an effective 
preparation for and plan of work for 
the first day before discussing your point 
of view. 

II. The Course of Study Prescribed Tyy the State — 

What Teaehers Should Know Ahout the Course 
of Study. 
1. The number of grades in the rural elementary 
school. 



42 



2. Thorough mastery of this course as a whole and 
in detail. The teachers should know the defi- 
nite amount of work to be done in each grade, 
through the seven grades, and should know the 
text-books to be used in the order in which they 
come. Institute conductors are urged to see to 
it that the teachers have this knowledge. 

III. Book Talks. 

1. A short period on one day of the institute should 
be given to teachers for five-minute talks on 
books that have helped them. 

2. The conductors or others should give short talks 
on the books adopted by the reading circle for 
1911-12 or any others which may be helpful. 

3. The School Library. 

Othee Topics for Round Table and General Dis- 
cussion. 

1. Industrial Education. 

2. How to Overcome Poor Spelling. 

3. Correlation of Studies. 

4. Consolidation of Schools and Transportation. 

5. How to Teach Temperance. 

6. The Three Essentials of a Good Teacher. 

7. Nature Study from Common Things. 

8. Humane Work and Bands of Mercy. 

9. How to Celebrate Special Days. 

10. School Laws. 

11. The Teacher's Relation to the Community. 

12. The Relation of the Grade School to the County 
High School. 

13. The necessity for Specializing. 

14. How to Seat Pupils. 

15. Local Taxation. 

16. The Vocation of Teaching. 

17. The Study Period. 

18. Visitors' Day. 

19. How do you get your pupils to think intelli- 
gently? 



43 



20. How can we get the community to take pride 
and interest in the school? 

21. Unusual pupils — dull, stubborn, lazy, bright, and 
nervous. 

22. Reading circle work. 

23. School Architecture. 

24. Manual Training and Domestic Science. 

25. Teaching Patriotism. 

26. How a teacher can make her own daily work a 
source of culture and growth. 

BULLETINS AND CIRCULARS. 

From the Department of Education. 

1. School Manual for Elementary Schools, postage 
7 cents. 

2. County High School Manual, postage 4 cents. 

3. Annual Report, postage 5 cents. 

4. School Laws, postage 6 cents. 

5. School Improvement Circulars, postage 2 cents. 

6. Special Day Programs. 

7. Facts and Figures Relating to Local Taxation, 
postage 2 cents. 

8. Education Directory, postage 2 cents. 

9. Reading Circle Circular. 1911. postage 2 cents. 

A bulletin on "School Gardens" may be obtained 
from the Polytechnic Institute at Auburn. Farmers' 
Bulletin No. 218 on "School Gardens" may be ob- 
tained from the U. S. Department of Agriculture. 



IT- 



«nT ur OUNURESS 



019 747 950 4 



